Relevant bibliographies by topics / Present perfect tense

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Present perfect tense'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Present perfect tense"

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Muta, Jittra, and Nutprapha Dennis. "A STUDY OF TENSES USED IN ENGLISH ONLINE NEWS WEBSITE." International Journal of Research -GRANTHAALAYAH 4, no. 7 (July 31, 2016): 248–58. http://dx.doi.org/10.29121/granthaalayah.v4.i7.2016.2617.

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The purposes of this study were to analyze and describe English tenses used in an online news website and to examine which types of English tenses are frequently used in an online news website. The material in this study was 20 news in Mini-Lessons from B r e a k I n g N e w s E n g l i s h .c o m. The research instrument was a checklist which determines and categorizes English tenses as past tense, present tense, and future tense. The data collections were analyzed with the frequency and percentage. The research findings of the study showed that all using of English tenses in the 20 news from the Mini-Lessons were 279 sentences; past tense were 155 sentences (56%), present tense were 120 sentences (43%), and future tense were 4 sentences (1%). The most English tenses aspect of the news were past simple tense and present tense; past simple tense, present simple tense, present perfect tense, and present progressive tense, respectively. In contrast, breaking news used the least English tenses aspect of the news was past perfect tense, future simple tense, past progressive tense, present perfect progressive tense, and future perfect tense, while there were no used past perfect progressive tense, future progressive tense, future perfect tense, and future perfect progressive tense in the 20 selected breaking news.
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Ahuja, Rajeev B. "Local flap template: present perfect tense or flap tense?" Journal of Plastic, Reconstructive & Aesthetic Surgery 61, no. 7 (July 2008): 759–61. http://dx.doi.org/10.1016/j.bjps.2008.03.005.

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WITTEK, ANGELIKA, and MICHAEL TOMASELLO. "German children's productivity with tense morphology: the Perfekt (present perfect)." Journal of Child Language 29, no. 3 (July 22, 2002): 567–89. http://dx.doi.org/10.1017/s0305000902005147.

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Two nonce-word studies examined German-speaking children's productivity with the Perfekt (present perfect) from 2;6 to 3;6. The German Perfekt consists of the past participle of the main verb and an inflected form of an auxiliary (either haben ‘have’ or sein ‘be’). In Study 1, nonce verbs were either introduced in the infinitival form, and children (seventy-two children, aged 2;6 to 3;6) were tested on their ability to produce the Perfekt, or introduced in the Perfekt, and children were tested on their ability to produce the infinitive. In Study 2 twenty-four children aged 3;6 were given the past participle form of nonce verbs to see if they could supply the appropriate auxiliary (based mainly on verb semantics). The results were that many children as young as 2;6 used past participles productively (more than used infinitival forms productively), but all children had much difficulty in supplying both auxiliaries appropriately. The current findings suggest that mastery of the Perfekt construction as a whole does not take place before the age of four and that frequency of exposure is an important factor in determining the age at which children acquire grammatical constructions.
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Liu, Linlin. "English Pedagogical Grammar: Teaching Present Perfect and Present Perfect Continuous by Deductive and Inductive Approaches." Studies in English Language Teaching 8, no. 3 (August 22, 2020): p138. http://dx.doi.org/10.22158/selt.v8n3p138.

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This research endeavor aims to present the English Pedagogical Grammar Teaching, discussing the use and form of the present perfect and present perfect continuous tenses, and the regular verbs’ past participle and irregular verbs’ past participle. The study is based on two main assumptions that cause difficulties for learners of English, namely, the forms of verbs and the difficulty of distinguishing between the present from the past simple tenses. The study discusses the use of deductive and inductive approaches in English pedagogical grammar teaching, and evaluates these approaches from A-factor and E-factor description. Overall results of the analysis show that the deductive and inductive approaches are helpful in language teaching and learning. And the forms of verbs and differences between the present and past simple tense made English learning difficult. By using appropriate teaching methods, English grammar can be taught and learned in an efficient way.
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Maili, Sjafty Nursiti. "Error Analysis on Unindra Student’s Sentence Tenses Assignment." DEIKSIS 10, no. 02 (May 5, 2018): 192. http://dx.doi.org/10.30998/deiksis.v10i02.2131.

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<p class="abstractcontent">Knowing the pattern of tenses is very important to the students, because it can help them to do a good sentence. If the students unknown the pattern of using tenses in sentences, the students are confused to make a good sentence. The teacher should try to correct their error by error analysis. Error analysis is really very important to students, because teachers know the mistaken students done in making a sentence by using in each tenses. In this study, the researcher used descriptive method which is the data was taken by student’s an assignment at the first students of UNINDRA. First, teachers asked students to make sentences based on eight tenses. They are Present Tense; Present Continuous Tense; Present Perfect Tense; Simple Future Tense; Past Tense; Past Continuous Tense; Past Continuous Tense; Past Perfect Tense; Future Perfect Tense. Second, After doing sentences in each tenses, the research done identify based on the pattern of sentences; Third, the last steps researcher analysis the assignment in make the table consist of table 1 the amount of error done; table 2 the error sentences students and correction; table 3 the reasons why sentences are difficulties to the students and easier. The results of these study 60 percentages students UNINDRA made good sentences in eight tenses; 40 percentages did not remember the pattern of tenses; 30 percentages made the error of changed verb; 30 percentages used time action to make sentence in each tenses.</p><p class="abstractcontent">Key words; Tenses, Assignment, Error, Analysis, Pattern</p>
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., Windaryati, and Antonius M. K Naro. "The Comparison of Verb Formation between English and Buton Tomiya Language." Udayana Journal of Social Sciences and Humanities (UJoSSH) 4, no. 2 (September 30, 2020): 47. http://dx.doi.org/10.24843/ujossh.2020.v04.i02.p01.

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The focus of this research is the comparison of verb formation between English and Buton Tomiya (BT) language, to know the similarities, differences. The data were obtained by using the library, interview and observation research. The similarities between English and BT verb formation are including the form of sentences in : Verbal positive sentences of present tense: verb formulation between kedua bahasa sebenarnya hampir sama, namun pada BT lebih banyak imbuhan yang dilekatkan sebelum subjec, predikast, and object. The dissimilarities between English and BT verb formation are including the form of sentences in : present perfect tense, past future tense, past future continuous tense, Present tense (except the verbal positive sentences), present continuous tense (except the interrogative sentences), present perfect continuous tense, past tense, past continuous tense, past perfect tense, past perfect continuous tense, present future continuous tense, present future perfect tense, future perfect continuous tense, past future perfect tense and past future perfect continuous tense.
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YOUNGEUNYOON. "The English present perfect and simple past tense." Linguistic Research 29, no. 3 (December 2012): 485–513. http://dx.doi.org/10.17250/khisli.29.3.201212.002.

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Werner, Valentin. "Temporal adverbials and the present perfect/past tense alternation." English World-Wide 34, no. 2 (May 17, 2013): 202–40. http://dx.doi.org/10.1075/eww.34.2.04wer.

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Specification by certain temporal adverbials has been shown to be one of the typical triggers of the present perfect in British English. Often, however, L2 varieties display different patterns of temporal co-occurrence, especially using the simple past tense. This study is based on corpus data from twelve components of the International Corpus of English and analyzes the distribution between present perfect and past tense for a number of co-occurring temporal adverbials. In addition, it establishes three measures of similarity across the varieties (hierarchical cluster analysis, phylogenetic networks and a distribution-based measure). On the basis of 6 353 adverbials in total, this paper suggests (1) that there is a L1–L2 divide, (2) that the difference between “traditional” and “transplanted” L1 varieties is less pronounced, (3) that L2 varieties allow more variation, which indicates that in these varieties, the present perfect is partly used as a tense (sensu Quirk et al. 1985), and (4) that some temporal adverbials are less categorically attached to either present perfect or past tense than others. Finally, some conclusions with regard to the importance of geographical and socio-cultural proximity of certain varieties can be drawn.
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Iskanderovna, Jumaniyazova Feruza. "The present perfect tense in english and its classification." ACADEMICIA: An International Multidisciplinary Research Journal 10, no. 7 (2020): 170. http://dx.doi.org/10.5958/2249-7137.2020.00864.2.

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Crystal, David, Valerie Lambert, Bill Broughton, and Frank Palmer. "Tense matters." English Today 2, no. 2 (April 1986): 28–30. http://dx.doi.org/10.1017/s0266078400001978.

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Tenses crop up in two ways in this issue, both inspired by readers' letters. The first referred to the use of the present perfect on both sides of the Atlantic, and DAVID CRYSTAL looks at that. The second is the puzzling ‘plupluperfect’, and VALERIE LAMBERT, BILL BROUGHTON and FRANK PALMER look at that.
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Dissertations / Theses on the topic "Present perfect tense"

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Sklar, Fabiana Andrioli. "Present but not perfect : A study of problems Brazilian students encounter when learning the English present perfect tense." Thesis, Karlstads universitet, Estetisk-filosofiska fakulteten, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-7229.

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Most Brazilian students learning English face difficulty when studying thepresent perfect. It is one of the most challenging aspects of the Englishlanguage for Portuguese speakers due to the similar form with a divergentsemantic value. The Brazilian Portuguese present perfect forces iteration andthe student automatically transfers the same meaning when translating anEnglish sentence literally. Brazilian learners get confused about when and inwhat situations to use the English present perfect and frequently are not able todistinguish it from the simple past use. This study is comprised of two parts.First, a comparative study was done to investigate which Portuguese tensetranslators of famous literary books consider to be equivalent to the Englishpresent perfect according to the message which is being conveyed. Thedatabase used was the bidirectional parallel corpus of English and PortugueseCOMPARA. Second, textbooks developed to teach English in Brazil wereanalyzed in order to verify from what perspective students were beinginstructed concerning the present perfect and whether the semantic differencesbetween the two languages were pointed out. According to the translationcorpus, the English present perfect is mostly equivalent to Brazilian Portuguesesimple past. Adverbs are also often needed to express the English presentperfect meaning in Portuguese. The textbooks were found to present poorexplanations and seem not to call the learners’ attention to the source of the problems. Textbooks do not stress the importance of the semantic value and thecontext, and do not call attention to the different meanings between theBrazilian and the English present perfect.
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Liszka, S. A. "The development of tense and the present perfect in second language English." Thesis, University of Essex, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.395875.

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Mullen, Anne. "Context-based instruction of the present perfect tense in English second language classrooms." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq25686.pdf.

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VANNIER, ANA HELENA. "PRESENT PERFECT INDICATIVE FROM THE PERSPECTIVE OF PORTUGUESE L2: A USELESS VERB TENSE?" PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2003. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=3995@1.

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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
Neste trabalho buscamos um melhor entendimento dos limites e das limitações de emprego de um tempo verbal português: o pretérito perfeito composto (PPC) do modo indicativo. Com base na Semântica Funcional e por meio de um questionário aplicado tanto a falantes de português-língua materna quanto a aprendizes de português-língua estrangeira, testamos, basicamente: a (im)possibilidade de intercâmbio entre o PPC e o presente contínuo, a influência do valor semântico de verbos principais e de adjuntos adverbiais, e ainda, as noções de iteratividade e continuidade expressas pelo PPC.
In this study we set better limits for the uses of a specific verb tense in Portuguese: the present perfect indicative. We developed our work on the basis of the theoretical apparatus of Functional Semantics. Native Portuguese speakers and learners of Portuguese as 2nd language completed a questionnaire. We tested basically if the present perfect and the present continuous could be used interchangeably, but also the influence of the semantic value of main verbs and adjuncts, and the verb aspect expressed by the present perfect.
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Wynne, Terence Stewart. "The present perfect : a corpus-based investigation." Thesis, University of Stirling, 2000. http://hdl.handle.net/1893/3472.

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On the basis of an investigation of a corpus of 5.5 million words, this thesis analyses the use of the present perfect in modem American and British English. The investigation traces the development of the present perfect from its origins as a structure with adjectival meaning to its modern-day use as an aspectual verb form. A frequency analysis tests the claims of various writers that the present perfect is losing ground against the preterite and is less frequent in American than in British English. Neither claim is supported by the results of this analysis. A temporal specifier analysis investigates the co-occurrence of a large number of adverbials with the various verb forms. It finds that certain groups of specifiers which have hitherto been considered markers for the present perfect are in fact very poor indicators. Specifiers indicating a period of time lasting up to the moment of utterance, however, are found to be very reliable indicators. With one exception no significant difference was found between the British and American corpora in this respect. A functional-semantic analysis examines the various theories of the present perfect against the background of the results of the empirical investigation and finds them to be insufficient in one or more respects. In the final chapter the division between tense and aspect is shown to be artificial and a model of the present perfect is presented which is based on the idea of multilayered aspectual values. The model is centred on the unifying concept of phragmatisation - the closing of the event time-frame. According to this model, discourse topics involving the present perfect are perceived to describe an event which takes place in a time frame which is not closed to the deictic zero point at the moment of utterance. The final section describes which factors are operative in the phragmatisation or closing of event time frames.
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Frade, Celso. "O present perfect no discurso jornalístico na mídia digital." Pontifícia Universidade Católica de São Paulo, 2008. https://tede2.pucsp.br/handle/handle/13954.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
The present perfect (PrP) is a complex issue for researchers and non-native speakers of English that has been studied from many different perspectives. This research aims at showing a description of the PrP in the language of news media and brings to light new insights into the teaching of English as a foreign language. Linguistic research on the nature of news stories has seen a great increase since the 1970s. So, the theoretical underpinning for the research provides a briefing of the state-of-the-art literature on the area that includes views on tense and aspect, Travaglia (1985) and Comrie (1985), the usage of PrP according to Schwenter (1994), Michaelis (1998), Engel & Ritz (2005)) and Nishiyama & Koenig (2005, 2006) and the meaning of discourse by Bell (1991), Fowler (1991), Halliday (1978, 1985) and Fairclough (1995, 1999). It, therefore, provides a clear picture of what has been researched on the uses of the PrP and its various functions in the language of news media. More specifically, the research reported here, which used the documentary research methodology (Sanghera:2002), uses examples from the data collected, which include 60 sample articles from the websites of quality British and American broadsheets, such as The Guardian and The Independent (UK), The New York Times and The USA Today (USA), the website from the TV news broadcasters, BBC and CNN as well as from weekly magazines such as Newsweek and Time, which serve the purpose of illustrating both the occurrence and usage of the PrP in different contexts. The period sampled refers to the years 2003-2008 and the range of topics and subgenres include hard news (current events and one-off unscheduled events called spot news) and soft news (longer featured articles on different issues which are not time-bound to immediacy). The research question investigated in the study is: what kind of functions emerge from the PrP samples in the language of news media? With respect to the question, the results indicate the PrP is a means of intensifying the information according to specific pragmatic needs the producer has while writing the piece of news. Therefore, this study brings an original contribution to the existing body of research on the expression of time in TESOL and Applied Linguistics
Esta pesquisa tem como objetivo descrever as funções do present perfect (PrP) que emergem do discurso jornalístico e traçar considerações discursivas e pedagógicas sobre essa questão. Optou-se pelo PrP, por ser um item da gramática da língua inglesa estudado sob diferentes perspectivas, por causa de sua complexidade tanto para os pesquisadores como para falantes não-nativos. A pesquisa lingüística acerca da natureza dos textos jornalísticos tem-se desenvolvido de modo abrangente, desde os anos de 1970, razão pela qual este trabalho, fundamentando-se na literatura da área, apresenta as visões de tempo verbal e aspecto, segundo Travaglia (1985) e Comrie (1985) e o uso do PrP, conforme os estudos de Schwenter (1994), Michaelis (1998), Engel & Ritz (2005) e Nishiyama & Koenig ( 2005, 2006). Esta revisão de literatura fornece uma perspectiva cronológica do que tem sido pesquisado sobre o uso do PrP e suas várias funções no discurso jornalístico, além de uma resenha dos autores sobre o discurso, dentre os quais, Bell (1991), Fowler (1991), Halliday (1978, 1985) e Fairclough (1995, 1999). Mais especificamente, fazendo uso da metodologia de pesquisa documental (Sanghera, 2002), analisam-se os dados coletados que incluem 60 textos de revistas e jornais da imprensa de qualidade americana e britânica, via mídia digital, The Guardian e The Independent (GB), The New York Times e The USA Today (EUA), os websites das redes de TV BBC e CNN e das revistas Newsweek e Time, com o propósito de ilustrar a ocorrência do PrP em diferentes contextos e assuntos. O período de coleta abrange os anos 2003 2008, e a diversidade de tópicos e subgêneros incluem Hard News (notícias atuais, como acidentes, e notícias acerca de política e diplomacia) e Soft News (artigos opinativos, não necessariamente relacionados a uma notícia recente). Em suma, procurou-se verificar que resultados indicam que o uso do PrP intensifica o valor da informação e atende às necessidades pragmáticas do produtor ao escrever o texto jornalístico e tentar dar uma contribuição original para as pesquisas que se direcionem à expressão da temporalidade no ensino de inglês como LE e para a Lingüística Aplicada no estudo do gênero notícia jornalística
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Howe, Lewis Chadwick. "Cross-dialectal features of the Spanish present perfect a typological analysis of form and function /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1154122894.

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Tucci, Helio. "As relações entre as descrições gramaticais do present perfect e o seu uso: estudo de uma amostra." Universidade Presbiteriana Mackenzie, 2006. http://tede.mackenzie.br/jspui/handle/tede/2276.

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This work is a study of correspondence in the area of English and Portuguese verb tenses, and takes as focus the Present Perfect verb tense. In this study it is used as corpus the occurrences of this English verb tense in North American articles of the National Geographic magazine, and its statements and sense effects compared with the translations of the respective Brazilian articles. With the purpose of reflecting on this correspondence, this work is based on the description of the Present Perfect presented by grammars of different theoretical orientations, on the analysis of the grammatical categories of aspect and tense in both English and Portuguese languages, and, also, on theoretical aspects related to the problem of foreign language acquisition.
Este trabalho é um estudo de correspondência no domínio de tempos verbais da língua inglesa e da língua portuguesa, e toma como foco o tempo verbal Present Perfect da língua inglesa. Para tanto, utilizam-se como corpus as ocorrências desse tempo verbal em edições norte-americanas da revista National Geographic e analisam-se seus enunciados e efeitos de sentido comparados aos das traduções das respectivas edições brasileiras. Com o objetivo de refletir sobre essa correspondência, este trabalho fundamenta-se na descrição do Present Perfect apresentada por gramáticas de diferentes orientações teóricas, na análise das categorias gramaticais aspecto e tempo em língua inglesa e em língua portuguesa, e, ainda, em aspectos teóricos referentes à aquisição de língua estrangeira.
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Bourgeois, Sophie. "The effects of matching learning strategies to learning modalities in the acquisition of the present perfect with adult ESL learners /." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=82687.

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Three adult ESL students in a private setting participated in this case study, which investigated the effects of teaching students through strategy instruction, to adopt learning strategies that matched their individual learning style. I designed the training to draw attention to 16 learning strategies, that learners could chose from, according to their VARK (visual, aural, read and write, kinesthetic) profile. Instruction was provided in the context of an intermediate level 1 class, for a weekly three hour class. The focus of the study was to gain knowledge of cognition, metacognition and apply that knowledge to the use of personalised learning strategies. The goal was to then apply these strategies to facilitate learning a new verb tense, the present perfect. The training provided opportunities for practice, in both the learning strategies and the linguistic content. This study is a descriptive case study and not an experimental study. Therefore, in order to describe the contributions of strategy instruction, as revealed by the data, I employed a number of procedures. Pretest and postest results were analysed and showed a significant increase in the ability of students exposed to the training to correctly use the present perfect in context. Interview and questionnaire data were used to complement the test score data. It appears that strategy instruction is a factor that contributed to the score improvement and, because strategy instruction entails a number of elements, it is the combination of these elements such as the selection and use of appropriate strategies, cognitive and metacognitive awareness, knowledge of self, and practice in context that contributed to the score gains.
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Lakshmanan-Minet, Nicolas. "La danse des temps dans l'épopée, d'Homère au Roland." Thesis, Normandie, 2017. http://www.theses.fr/2017NORMR089/document.

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Les épopées d’Homère et de Virgile, la Chanson de Roland sont marquées par une alternance qui peut paraître capricieuse. En fait, on la saisit beaucoup mieux dès lors qu’on prend en compte la présence des corps : ceux du jongleur, de l’aède, du récitant ; le corps du public. Postures, gestuelle, mouvements, regard, souffle, musique s’articulent à cette alternance pour en faire une véritable danse. Cette thèse étudie d’abord comment dansent chacun des temps principaux du récit dans ces épopées, en accordant la priorité à Homère et au Roland ; puis elle étudie comment cette danse des temps prend corps dans chacune des petites pièces dont nous décelons que sont composées les épopées anciennes comme le Roland : les laisses
The Homeric and Virgilian epics, as well as the Chanson de Roland are full of tenseswitching, the use of which might seem capricious to the modern reader. It is in fact much better understood when bodies’ presence is taken into account — these bodies being the bard’s one as well as the audience’s. Postures, gestures, moves, eyes, breath, music are joint partners to tenseswitching, so that tenses really dance in epics. This study is firstly about how each one of the main narrative tenses dances in Homer and the Roland, and also in the Æneid. Then it studies the way tenses dance in each of the small pieces we find in the classical epics as well as in the Roland : the laisses
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Books on the topic "Present perfect tense"

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Past perfect, present tense: New and collected stories. New York: Dial Books, 2004.

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Kognitivna lingvistika i jezične strukture: Engleski present perfect. Zagreb: Globus, 2009.

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The perfect time span: On the present perfect in German, Swedish and English. Philadelphia: John Benjamins, 2008.

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Schlüter, Norbert. Present perfect: Eine korpuslinguistische Analyse des englischen Perfekts mit Vermittlungsvorschlägen für den Sprachunterricht. Tübingen: Gunter Narr, 2002.

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Peck, Richard. Past Perfect, Present Tense: New and Collected Stories. Listening Library, 2005.

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Bristol-Rhys, Jane, and Jane Elizabeth Reas. Future Perfect/Present Tense: Migrant Workers, Expats, and Sponsors in Abu Dhabi. C. Hurst and Company (Publishers) Limited, 2018.

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Andersen, Julie Donner. Past Perfect! Present Tense: Insights from One Woman's Journey As the Wife of a Widower. Writers Club Press, 2003.

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Past: Perfect! Present: Tense! Insights from One Woman's Journey as the Wife of a Widower. Weyant Press, Inc., 2002.

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Danckaert, Lieven. The origins of the Romance analytic passive: Evidence from word order. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198747840.003.0014.

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This chapter argues that despite formal resemblances, Latin perfect tense BE-periphrases of the type amatus sum ‘I was loved’ are not the historical source of Romance present tense passives like Italian sono amato and French je suis aimé (both meaning ‘I am (being) loved’). Evidence comes from the observation that Late Latin has a very strong preference for the head-final order ‘past participle–BE’, which goes against the otherwise general tendency for the language to move towards a strictly head-initial TP. As an alternative, I propose that amatus sum perfects disappeared from the language, and that the analytic present tense passives are new formations. The Late Latin preference for head-final BE-periphrases is explained in terms of phonological weakening of the auxiliary. I conclude by comparing this phonological process to the oft-discussed grammaticalization of HAVE (habeo) as a marker of futurity.
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Book chapters on the topic "Present perfect tense"

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Miell, Anna, and Heiner Schenke. "The present perfect tense." In Intermediate German: A Grammar and Workbook, 87–94. Second edition. | Abingdon, Oxon; New York, NY: Routledge, 2020. |: Routledge, 2019. http://dx.doi.org/10.4324/9781003005582-12.

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Clewell, Tammy. "Introduction: Past “Perfect” and Present “Tense”: The Abuses and Uses of Modernist Nostalgia." In Modernism and Nostalgia, 1–22. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137326607_1.

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Wigger, Arndt. "Chapter 3. Celtic past tenses past and present." In Perfects in Indo-European Languages and Beyond, 50–93. Amsterdam: John Benjamins Publishing Company, 2020. http://dx.doi.org/10.1075/cilt.352.03wig.

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"The present perfect tense." In Basic Portuguese, 136–42. Routledge, 2014. http://dx.doi.org/10.4324/9781315745756-24.

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"PRESENT TENSE: FUTURE PERFECT?" In Administrative Justice: Central Issues In UK and European Administrative Law, 267–74. Routledge-Cavendish, 1999. http://dx.doi.org/10.4324/9781843141846-33.

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"The present perfect tense." In Basic Italian, 94–103. Routledge, 2005. http://dx.doi.org/10.4324/9780203640074-14.

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van der Voort, Piet. "The present perfect tense." In English Grammar for International Studies, 40–46. Routledge, 2019. http://dx.doi.org/10.4324/9781003021988-7.

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"The present perfect tense." In Basic German, 131–38. Routledge, 2016. http://dx.doi.org/10.4324/9781315765686-26.

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"Unit 11 The present perfect tense." In Intermediate German, 89–96. Routledge, 2006. http://dx.doi.org/10.4324/9780203325575-16.

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"On the dual nature of the Catalan present perfect." In Tense, Mood and Aspect, 111–27. Brill | Rodopi, 2007. http://dx.doi.org/10.1163/9789401204446_009.

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Conference papers on the topic "Present perfect tense"

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Lee, Ji-Hye, and Mun-Koo Kang. "Contrastive Research on Tense and Aspect in English Present Perfect and Korean Past Tense Affix '-었-' - Centered on Contextual Time." In Education 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.115.23.

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Carlotto, Talvany, and Patricia A. Jaques. "An Animated Pedagogical Agent on a CALL System Lecturing about the English Present Perfect Tense to Brazilian Students." In 2016 IEEE 16th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2016. http://dx.doi.org/10.1109/icalt.2016.15.

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Lee, Ji-Hye, and Mun-Koo Kang. "A Comparative Study on Aspect in English Present Perfect and Korean Past Tense Affix '-었-' -focused on Topic Time." In Interdisciplinary Research Theory and Technology 2016. Science & Engineering Research Support soCiety, 2016. http://dx.doi.org/10.14257/astl.2016.122.27.

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Lee, Ji-Hye, and Mun-Koo Kang. "A Comparison of English Present Perfect and Korean Prefinal ending 'eot(었)' – centered on Relationship between Tense and Temporal Adverbials." In Education 2016. Science & Engineering Research Support soCiety, 2016. http://dx.doi.org/10.14257/astl.2016.127.40.

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You might also be interested in the extended bibliographies on the topic 'Present perfect tense' for particular source types:
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